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Assessment for Learning: Five Key Elements
Transcript of Assessment for Learning: Five Key Elements
What are the tangible elements of AFL?
So what exactly is
Assessment for Learning?
Self & Peer
Before we start
let's remind ourselves,
clear statements of what students are expected to learn and be able to do.
Keep bringing the
back during the lesson.
Today we are learning how to draw houses.
All: basic features
Most: external features
Some: decorative features
So how can we
the process to avoid this?
People perform better when they know the goal and see
Students of all abilities need a clear understanding of the criteria by which their work will be assessed.
feedback given to the learner about:
What’s not working,
What is working,
According to Hattie's research,
has the largest impact on student attainment being rated
out of 138.
Assessment of Learning
Summative and Final
Focused on numbers, data and marks
Goal is to MEASURE learning that has already happened
Serves as an evaluation that discounts further learning
“Rethinking Classroom Assessment with Purpose in Mind” (Western and Northern Canadian Protocol, 2006) (http://www.wncp.ca/media/40539/rethink.pdf)
BCELC web series featuring Faye Brownlie
BC Ministry of Education: Classroom Assessment and Student Reporting
Anne Davies ( )
“Talk About Assessment: Strategies and Tools to Improve Learning”, Damian Cooper, 2007, Nelson
Learning About Learning video series. Learning and Teaching Scotland,
Assessment is for Learning (AifL). Learning and Teaching Scotland,
Learning About Learning (Assessment) Staff Development materials (PowerPoint and Facilitator's Guide to use with staff)
Wordle ( )
Prezi ( ) (Prezi template acknowledgement to Adam Somlai-Fischer )
Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. Hattie, John (Routledge, 2009) ISBN: 978-0-415-47618-8
Evaluation AU SERVICE DE l'apprentissage
Evaluation EN TANT QU'apprentissage
Evaluation DE l'apprentissage
creates a "word cloud" of pasted text.
"What I did this weekend."
But according to Professor Dylan Wiliam, "
Only a quarter of pupils consistently put their hands up...
They can't wait to take part, while others switch off completely."
35-50% of lesson time,
100 questions per hour,
300-400 questions per day.
Feedback is "among the most powerful influences on achievement" ranked 5th (of 138).
Word frequency of "Rethinking Classroom Assessment with Purpose in Mind", WNCP, 2006
Before we begin...
let's clarify a couple key terms
Specifically, she included a task where they looked at more descriptive synonyms for "went".
What if pilots flew planes like some teachers assess students?
In 2009, Professor John
completed a study ranking
the 138 most
in the classroom
and their influence on
In doing this study he also discovered that in a lecture,
students only learn in the
first eight (8) minutes
and can only recall
three (3) things
Although it is an important part, it is not only about informing teachers about
how a student is doing
It is also about informing the teacher about
what adjustments they
need to make
to help that student learn.
Size = Frequency
I know I taught them that?!
Teacher clarity and explanation of intentions ranked as the
(of 138) most important contributor to learning
How can we win if we aren't shown what to do first?
Included in Instructions
...we need to be careful what this "feedback" looks like. It needs to be a medical,
not an post mortem.
What is the
of this information?
there and then?
Demonstrate knowledge of success criteria,
Become reflective learners,
Builds confidence when they see improvement.
The Assessment must be structured,
Your expectations must be clear,
Don't always take their word for it,
Doesn't replace teacher Marking
Represent AFL in a picture.
What are the key elements?
What could represent these?